This paper addresses the issue of corrective feedback (CF), a topic widely investigated in the last few decades (Sheen, 2011), and instructional context. We observed and recorded the oral interaction of an intact class of thirty Spanish intermediate-level high-school learners and two teachers in two settings: a traditional form-oriented English as…

This article reports on mixed methods classroom research carried out at a British university. The study investigates the effectiveness of two different explicit teaching frameworks, Illustration--Interaction--Induction (III) and Present--Practice--Produce (PPP) used to teach the same spoken discourse markers (DMs) to two different groups of…

Previous research on the difference in terms of lexical transfer between CLIL (Content and Language Integrated Learning) and non-CLIL students has revealed that CLIL students produce fewer lexical transfer errors than non-CLIL students. This study aimed at comparing the lexical transfer production of two groups of students (CLIL and non-CLIL) and…

This study compares focus on form in Content and Language Integrated Learning (CLIL) and mainstream English as a Foreign Language (EFL) contexts in the production of a specific morphological feature, the English 3rd person singular present tense marker "-s." Research conducted in CLIL contexts to date examining morphosyntactic features…

Language testers operate within two frames of reference: norm-referenced (NRT) and criterion-referenced testing (CRT). The former underpins the world of large-scale standardized testing that prioritizes variability and comparison. The latter supports substantive score meaning in formative and domain specific assessment. Some claim that the…

This paper reports on the results of a meta-analysis of first year pre-service teachers' investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they…

A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL) when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates…

A translator is seen to leave a personal mark on the text through their stylistic choices and the patterns formed by these choices. This article comprises a case study that uses a specialized comparative corpus containing translations of C.P. Cavafy's canon in order to explore the distinctive stylistic features of Rae Dalven and of Edmund…

Examines whether targeting instruction to students' weak points has an effect on their writing quality. Upper intermediate students in an English for academic purposes course were asked to write a composition before and after the instructional treatment. Comparison of results from the two tasks shows a significant increase in scores on both…